Case Studies, Technology and Pedagogy: Delivering Cases through Multiple Platforms

The Case method is a powerful student-centered teaching tool that brings real-life situations into the classroom. This paper describes variations and insights that emerge from the experiences in teaching cases using diverse online and in-class available technologies. Cases can impart pedagogic outcomes such as critical thinking, communication, and interpersonal skills in addition to depth and multidisciplinary breadth of content. The case method serves to bridge the gap between theory and practice, and impart pedagogic outcomes such as critical thinking, communication, and interpersonal skills in addition to depth and multidisciplinary breadth of content. Given the ubiquitous nature of technology supporting pedagogy, this article highlights how technology may be applied to the case study method. Different teaching approaches (hybrid and fully online approach) facilitated by technology supports a range of learning environments with additional advantages from group interaction and synchronous presentation tools. It is also relevant that the use of modern technology will give tomorrow's leaders the advantage of having learned in the same environment in which they will work. Reading and discussing cases form an important pedagogic tool. Working through complex, ambiguous, real world problems engages students with the course material, encouraging them to see it within its specific context " from an action perspective, rather than analyze it from a distance " (Angelo & Boehrer). The approach has been significantly advanced by the Harvard Business School. Barnes et al. (1994) defines the case method: " A case is a partial, historical, clinical study of a situation which has confronted a practicing administrator or managerial group. Presented in narrative form to encourage student involvement, it provides data-substantive and process-essential to an analysis of a specific situation, for the framing of alternative action programs, and for their implementation recognizing the complexity and ambiguity of the practical world. " Barnes et al. (1994) point out that when successful, the case method of instruction produces a manager grounded in theory and abstract knowledge and, more important, able to apply those elements. Cases introduce different aspects of the firm, such as a mission and vision, important stakeholders of the firm and their involvement in the firm, problems faced by the firm and alternative action programs available to the firm. Cases also introduce possible risk implications and other outcomes, and highlight the complexity of the practical world. While cases developed as an in-class pedagogic tool since its inception, the question arises about whether the tool may …